本文選題：主題閱讀 + 輸出驅(qū)動�。� 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：如何提高英語課堂寫作教學(xué)的有效性是高中英語教學(xué)的熱點(diǎn)。本研究主要以“輸出驅(qū)動假設(shè)”的理論框架,采用行動研究的方法,研究過程中按照“主題內(nèi)容閱讀輸入促進(jìn)寫前輸入—寫作前、中、后三階段互動寫作教學(xué)活動-寫作實(shí)戰(zhàn)提升活動”的行動研究計劃,并在寫作課堂上通過示范同伴互評活動,引導(dǎo)學(xué)生及時反饋,開展二次寫作,通過建立學(xué)生寫作成長檔案袋,引導(dǎo)學(xué)生進(jìn)行寫作反思,提高寫作教學(xué)有效性。本研究選取了江蘇省南通市如東縣一所省三星高中的理科班高三(3)班的43名學(xué)生作為研究對象,其中重點(diǎn)跟蹤6名研究對象,開展了為期6個月的寫作教學(xué)行動研究。研究通過問卷調(diào)查、學(xué)生訪談、研究日志、課堂觀察考試成績等方法收集研究數(shù)據(jù)并多方驗(yàn)證了行動研究效果。本次行動研究是有實(shí)際效果的,研究結(jié)果表明：在高中英語寫作教學(xué)中運(yùn)用主題閱讀法促進(jìn)寫前輸入,采納以輸出為主導(dǎo)的綜合寫作教學(xué)方法,注重寫作課堂的同伴互評反思有效增強(qiáng)學(xué)生的讀者意識和評價者意識。研究結(jié)果表明：全班90%的學(xué)生改變了寫作的態(tài)度,提高了寫作興趣,增強(qiáng)了寫作自信心。通過同伴互評與反思,全班91%的學(xué)生樂于賞析他人作品,體味寫作技巧,根據(jù)評價索引,對他人作品做出客觀評價,積累了寫作策略和技巧,提高了寫作能力。此外,作為次行動研究者的教師學(xué)會了課堂觀察,立足教學(xué)日志記載及時分析解決行動研究中出現(xiàn)的問題,做到通過思考進(jìn)行研究,在研究中即時思考,在行動后立刻思考,適時采取有效的反饋措施解決問題,用行動研究更新了寫作教學(xué)理念,改進(jìn)了課堂教學(xué)效果,促進(jìn)自身的專業(yè)成長。
[Abstract]:How to improve the effectiveness of English writing teaching is a hot topic in high school English teaching. This study mainly uses the "output-driven hypothesis" theory framework, using the method of action research, according to the "subject content reading input to promote pre-writing input-before writing, before writing." The action research plan of interactive writing teaching activity in the latter three stages-writing promotion activity ", and through demonstrating peer evaluation activities in writing class, leading students to timely feedback and carrying out second writing. Through the establishment of students' writing growth portfolio, it can guide students to reflect on writing and improve the effectiveness of writing teaching. In this study, 43 students were selected from a senior high school of Samsung High School in Rudong County, Nantong City, Jiangsu Province. Among them, 6 students were followed and 6 students were followed, and a study of writing teaching was carried out for 6 months. Through questionnaire survey, student interview, study log, classroom observation test scores and other methods to collect research data and verify the effectiveness of action research. The results show that the theme reading method is used to promote the pre-writing input in senior high school English writing teaching and adopt the comprehensive writing teaching method with output as the leading factor. Peer review and reflection in writing classroom can effectively enhance students' reader consciousness and evaluator consciousness. The results showed that 90% of the students changed their writing attitude, increased their writing interest and self-confidence. Through peer evaluation and reflection, 91% of the students in the class were happy to appreciate others' works and appreciate their writing skills. According to the evaluation index, they made an objective evaluation of others' works, accumulated writing strategies and skills, and improved their writing ability. In addition, as a secondary action researcher, the teacher learned to observe in the classroom, based on the teaching log records to analyze and solve the problems in the action research in a timely manner, so that he could do the research through thinking, think instantly in the research, and think immediately after the action. Timely and effective feedback measures are taken to solve the problem, the writing teaching concept is updated with action research, the classroom teaching effect is improved, and the professional growth of oneself is promoted.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 高波;;大學(xué)生英文寫作的教學(xué)方法探析[J];科技信息;2009年28期

，

本文編號：1878812